(17) An Intervention Program for Developing the Interpersonal and
Communication Skills of University Students
Eva Jarošová, Ljubica Bakć-Tomić, Sanja Šikić
PhDr. Ing. Eva Jarošová,PhD. Department of Managerial Psychology and Sociology, University of
Economics, Prague,Czech Republic, e-mail: evajar@vse.cz
Ljubica Bakć-Tomić, PhD, Faculty of Teacher Education, University of Zagreb, Croatia, lj.bakictomic@ufzg.hr
Sanja Šikić, University of Zagreb, Croatia.
ABSTRACT
The paper will present the experiences in designing and applying an intervention program for
developing interpersonal and communication skills for students of management at the University
of Economics, Prague. It will discuss the purpose of the program in management education and
the conditions of its effectiveness.
Management education should provide graduates with appropriate management knowledge and
skills, but it should be designed also with the aim of positively influencing an individual’s selfefficacy. Self efficacy is defined as “the belief in one’s capabilities to organize and execute the
courses of actions required to manage prospective situations” (Bandura, 1986). The decades of
empirical research on self-efficacy supports the contention that self-efficacy beliefs enhance a
person’s task interest, persistence, willingness to exert effort and task performance. With regard
to these findings, improving management students’ self-efficacy beliefs in job-relevant skills
(such as communication, interpersonal and team skills) using experiential learning activities
should be an integral part of the management education.
Therefore the paper will lead in presenting a set of guidelines for designing intervention
programs, which can foster students’ self-efficacy beliefs in competencies relevant for their
future managerial work.
Key words: intervention program, communication skills, interpersonal skills, selfefficacy
INTRODUCTION
The change from a traditional, teacher-centered, mostly lecture-format educational
institution into more student-centered environments, which “allow the students to learn as
much as possible” (Senge et al., 1994, p. 489) is a challenging task for Czech universities,
especially those which educate future managers.
Management courses, based mainly on lecturing, could not train future managers in their
interpersonal, communication and teamwork skills, which are crucial parts of managerial
competence. On the basis of several research studies, Whetten and Cameron concluded
that “exposure to a traditional, cognitive-based curriculum without exposure to
management skills development does not correlate with improvements of emotional
intelligence, management skills or career success” (2002, p.11).
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On the contrary, experiential learning approaches are based on a high level of active
involvement of students in a learning situation. They have also been shown to stimulate
student cognitive, affective and motivational development. They are used to develop
communication, teamwork and problem solving skills, which are highly important in
managerial work.
Experiential learning is defined as an integrated learning process, which involves four
separate stages: having a concrete experience, observations and reflections, formulating
of abstract concepts and generalizations, and testing implications of the concepts in new
situations in a different context (Kolb, Rubin, Osland, 1991). In the classroom settings
students are encouraged to generate information as they progress through a planned
sequence of activities (such as role playing or simulations), which involves all four
phases of the learning process. These sequenced activities develop (in the case of
management education) new interpersonal, cooperative, decision making, and problem
solving skills, which are necessary for managerial work.
Experiential learning interventions can be valuable tools for improving student selfefficacy through use of social interactions (Bandura, 1993). The concept of self-efficacy
is an integral part of Bandura’s social cognitive theory. According to Bandura (1995),
self-efficacy is one’s perceived performance capability in a given situation. Self-efficacy
is defined as “the belief in one’s capabilities to organize and execute the courses of
actions required to manage prospective situations” (Bandura, 1986).
Self-efficacy has been investigated in a number of studies in educational as well as in
organizational settings (e.g. Appelbaum, Hare, 2001; Judge, Bono, 2001), including
managerial performance (Wood, Bandura, Bailey, 1990). The strong relationship
between self-efficacy and work-related performance was confirmed in the meta-analysis
of relevant research studies (Stajkovic, Luthans, 1998).
The results of many empirical research studies on self-efficacy supports the contention
that self-efficacy beliefs enhance a person’s task interest, persistence, willingness to exert
effort and task performance. In contrast, individuals who perceive low levels of selfefficacy are less likely to even make an attempt, more likely to fail at the task, and more
likely to belittle their expectations about their personal competence. With regard to these
findings, improving student self-efficacy beliefs in job-relevant skills (such as
interpersonal and team skills) using experiential learning activities should be an integral
part of the management education.
INTERVENTION PROGRAM FOR DEVELOPING INTERPERSONAL AND
COMMUNICATION SKILLS OF FUTURE MANAGERS
The intervention program, provided in a form of a one semester course, “Social and
Managerial Skills Training”, has been designed and carried out by the teaching staff of
the at the Department of Managerial Psychology and Sociology, University of
Economics, Prague, Czech Republic.
The number for one group has been limited to 18 participants. It is based completely on
experiential learning methods with a strong emphasis on activity and self-knowledge of
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the individuals. Besides this, this learning strategy also means that learning goals include
skills and attitudes as well as developing knowledge.
The course content can be divided into several main topics:

self-awareness, interpersonal perception and empathy development

communication skills (i.e. active listening training, training in giving and
receiving feedback, assertive communication)

managerial skills for leading individuals

leading groups and teams
The purpose of this sequence of course topics is to stimulate first general interpersonal
and communication skills and overall social competence of the students, to teach them to
reflect on their social behavior, and then to continue with training of more specific
managerial skills (such as delegating or leading of group meetings). The emphasis on
self-knowledge and empathy is also important because the instructors do not want just to
“drill” simplified managerial techniques without respect to individual differences of
participants and without their broader understanding of social context.
For the effectiveness of the program, it is desirable to assess the program continuously in
view of the changing demands on managerial work and to modify the content of the
program according to these changes. According to the findings from the survey of Czech
managers (Jarošová, 2004), the most important thing for their effectiveness in dealing
with people was various communication skills. Stimulating and inspiring others,
professional competence, perception sensitivity, empathy, self-confidence, self-reflecting
and effective delegating were also considered to be highly important for dealing with
people as a manager. Due to these findings the emphasis on these elements has been
strengthened in the program content.
But the relevance to the demands of managerial work wouldn’t be enough reward for
students, because “being a manager” could be for them in the distant future. That’s why
it is useful to focus on enhancing the self-efficacy beliefs of the participants by giving the
opportunity for developing their competence in such tasks as leading team discussion,
assertive communication, presentation skills and other communication and interpersonal
skills.
INTERVENTION PROGRAM EVALUATION
Method
Measurement of Changes in Generalized Self-Efficacy
In 2007 we assessed whether an intervention program produced desirable effects. From
reasons described above, we focused on evaluating the self-efficacy beliefs of the
participant’s at the beginning of the course and at the end of it (pre/post testing).
Self-efficacy is commonly understood as being domain-specific, but some researchers
have also conceptualized a generalized sense of self-efficacy that refers to a global
confidence in one’s coping ability across a wide range of demanding or novel situations
(Schwarzer, Scholz, 2000). Generalized perceived self-efficacy was assessed with a
psychometric scale, originally developed by Jerusalem and Schwarzer in 1981. Its
improved version has 10 self-efficacy items (The typical item is: “When I am confronted
with a problem, I can usually find several solutions.”) Responses are made on a four-
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point scale. The total score of the responses to all 10 items ranges from 10 to 40. The
generalized self-efficacy scale (GSE) has been used in numerous research projects,
where its internal consistence (with Cranach’s alphas ranged from .76 to .90) and
stability has been examined.We used a Czech scale version with ten items (Křivohlavý,
Schwarzer, Jerusalem, 1993).
Sample
The study sample involved 30 individuals (18 women, 12 men) from two groups of
students of the University of Economics, Prague. Each person was evaluated twice,
before and after passing an intervention program. Both student groups consisted of 18
students, but those who weren’t present at both measurement occasions were not
included in the study sample.
Results
Total scores on the self-reporting scale (GSE) described above were examined responses.
Table 1 and table 2 show the results of paired samples statistics:
Table 1
Paired Samples Statistics
Pair 1
Mean
29,43
30,93
GSE1
GSE2
N
30
30
Std. Deviation
4,207
3,062
Std. Error Mean
,768
,559
Table 2
Paired Samples Test
Paired Differences
Sig. (2-tailed)
T
Mean
De
Pair GSE1 - GSE2
-1,50
Std.
deviation
2,543
Std.
Error Mean
,464
9
95% Confidence Interval
of the Difference
Lower
U Upper
-2,45
-,55
-3,231
,003
GSE2 (average total score from post training testing)
GSE1 (average total score pre training testing)
The results above show an increase of GSE scores in the training group at
0.01significance level. Although the results should not be overestimated, they indicate
that communication and interpersonal skills training could have an impact on an
individual’s perceived self-efficacy, which reflects an optimistic self-belief (Schwarzer,
1992). Because this is the belief that facilitates goal-setting, persistence in the face of
difficulties and can enhance motivation to choose to perform more challenging tasks
(Bandura, 1997), it could be considered a desirable effect of the communication and
interpersonal skills training course for individual participants.
CONDITIONS FOR INTERVENTION PROGRAM SUCCESS AND EFECTIVENESS
The conditions for intervention program success and effectiveness could be observed
from two perspectives: short-term (with one group) and long term (as conditions for
sustainable success).
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In work with every new particular group of students, it is necessary to pay attention to
the group dynamics and group development stages. “Setting the tone” of the group work
should be done at the very beginning. It is quite important to explain course methods in
relation to Kolb’s learning cycle and establishing - in participation with the students –
desirable rules of group cooperation. The instructor should also explain that course
activities should allow students to experiment with their social behavior in the supportive
atmosphere of the group. It is also useful to explain the modified role of a teacher as a
facilitator and the crucial role of feedback and self-disclosure as mediators for personal
development.
The students are also informed that they will be given some behavioral guidelines, based
in the theory, but at the same time, they are also encouraged to adapt each set of
behavioral guidelines or principles, provided by the instructor, to their own personalities,
interpersonal styles and experience, not just to take them as granted for success in any
situation.
Elements of course success and effectiveness in the long-term perspective are mainly the
following:

The intervention program content is designed around actual job demands, found
in the results of the Czech manager’s surveys.

Instructors are focused also on enhancing self-efficacy beliefs of the participants
on an individual level (including assessment).

The course activities are relevant both to the theory and to its application to realworld situations.
The students are also encouraged to prepare individual action plans, so that these
plans could help in transfer of the newly acquired or more developed skills to real
life situations and to foster ongoing personal development of the course
participants.

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